
Class ^TT" 117„ 

Book .\A.J.- 

Copyright N" _ 

COPYRIGHT DEPOSIT. 



SCIENTIFIC SLOYD 

A NEW ORIGINAL SYSTEM 
FOUNDED ON GEOMETRICAL PEINCIPLES 

FOR TEACHERS COLLEGES, AND FOR PRBIARY 
ELEMENTARY, AND GRAMMAR SCHOOLS 

BY 

ANNA IVIOIvANDKR 

Graduate of a State Normal College in Finland. Certificated at the Peda- 
gogical Examination of the Imperial University in Helsingfors City 
Finland. Formerly Organizing Teacher of various branches of Sloyd 
in W isconsin, Massachusetts, and North Carolina State schools 
for the blind, U. S. A., and at the Royal Normal College for the 
blind and the Whiteland's Teachers College in London, 
England. Diploma as a Designer, conferred by the 
World's Columbian Exposition, 1893. in Chicago. 




SYRACUSE, N. Y. 

C. W. BARDEEN, PUBLISHER 

1902 



Copyright, 1902. by Anna Molander 



THE LIBRARY ttF 

CONGRESS, 
Two Cof^M Ri06!VS» 

MAY. 3 1902 

C5opvm«MT cnthv 

OUASt^ XXa NO. 

OOFY 1. 



TTis'7 



•n ^ 1-7 



INDEX 



PART I — GENERAL COMMENTS 

Page 

What ''Slojd" means ------- 5 

The educatioDal aims of Sloyd - - - - 5 

History of Sloyd --------- 9 

Age of the pupils 11 

The Sloyd room - 12 

Work benches - - - - ' - 13 

Position while working ------- 15 

Wood -------- 18 

Tools -----. - 20 

Drawing ------------ 24 

Working method ----- , - - - 25 

PART II — THE SEVEN STANDARDS 

Standard I 28 

Standard II ----------- 37 

Standard III ----- 4,0 

Standard IV - - - . . ^3 

Standard V - - - 46 

Standard VI 49 

Standard VII 52 

Conclusion - 54 

Tools required ----- 56 

Other implements required ------ 59 

A few words upon "Manual Training" - 61 

(3) 



PEDAGOGICAL WOOD SLOYD 



Part L— General Comments 



WHAT ''SLOYD" MEANS 
" Sloyd " is the verbal expression for a com- 
bined mental and manual training along correct 
pedagogical lines. Its purpose is a distinct edu- 
cational one in opposition to the merely domestic 
and mechanical industries. The word ' ' Sloyd ' ' 
is derived from the Swedish language. 

THE EDUCATIONAL AIMS OF SLOYD 

Surely no teacher of any other subject will 
have to hear the question, that frequently is 
put to the Sloyd teacher by conservative people : 
''Of what use is it to learn Sloyd?" The an- 
swer will in the next pages be dealt with from 
five different views: 

1. The Intellectual. 2. The Manual. 3. The 
Psychological. ^. The Physiological. The So- 
ciological. 

1. Intellectual. — The gradual working through 
successive steps renders general development for 
the nerve-cells of the brain, and creates order of 

(0) 



6 PEDAGOGICAL SLOYD 

thoughts and self -judgment. Here is no dead 
technical exercise, but life and reality. The 
useful model invigorates the creative power. 
The sense of observation is strengthened by 
learning to judge about different substances, 
structure and properties of wood, the quality of 
tools, etc. And especially by the geometrical 
method set forth in this book the elements of 
geometry are acquired without any extra effort 
or straining. This geometrical system creates a 
taste for simple, beautiful, and rational forms, 
and the geometrical constructions develop the 
pupil's reasoning power. 

2. Miiiuial. — The hand is trained to be a ready 
servant and medium for the brain. General 
dexterity is promoted and the pupils become 
more practical. 

3. Psychological.— The Pedagogical Sloyd builds 
a road between the brain and the fingers, and 
produces presence of mind and readiness to face 
emergencies. Sloyd thus helps to develop an 
energetic, courageous and self-relying character. 
The childreji are gradually trained towards a 
feeling of self-help and independence; they learn 
to acquire something by their own work with- 
out the aid of the almighty "penny", and are 
in that way led to find themselves useful mem- 
bers of the community. This feeling of ability 
will elicit patience and perseverance with the 



ITS AIMS T 

work, will give the children a power of concen- 
tration, and envigorate their faculties of atten- 
tion, accuracy, order and carefulness. 

4-. Pliysiological. — By equal work with both 
hands the body grows symmetrically. The mus- 
cular strength is promoted, and the bodily exer- 
cise gives counterbalance to mere brain training. 
Also the eye gets a very good training, and the 
eye-measure is developed to an extent which can 
not be obtained by merely drawing lessons. 

5. Sociological. — Sloyd makes the pupils inde- 
peDdent and quick and ready to help themselves 
and others in their future life. It keeps the 
boys from mischief and renders a pleasant occu- 
pation for leisure hours. It trains to neatness 
and punctuality. The useful model is attractive 
for the pupil, as he finds himself able to do 
something for his home. 

Sloyd promotes a good discipline not only for 
the school, but also for ^life. While handling- 
sharp tools, which are useful, if properly and 
discriminately handled, but dangerous not only 
for themselves but also for their fellow scholars^ 
if carelessly and thoughtlessly used, the pupils 
develop attentiveness as to their own acting 
and acquire also consideration for other people's 
safety and welfare. 

Sloyd creates respect and consideration for 
manual labor and a closer understanding and 



8 PEDAGOGICAL SLOYD 

appreciation of the workingman. It promotes 
the national bravery. The sloyd girl would cer- 
tainly not faint at the sight of a sharply ground 
tool or weapon, as we sometimes read about of 
delicately brought up ladies. 



THE HISTORY OF SLOYD 

The practical sloyd actually dates back to that 
time, when the human being had acquired the 
ability to place the tips of the other four fingers 
against the point of the thumb, though at that 
time it surely was no science, merely hard 
necessity. 

A better illustration has never been written 
of the mutual working of the brain and the 
hands spurred by necessity than we find in 
' ' Robinson Crusoe. ' ' 

During the last centuries thoughtful peda- 
gogues in Germany, in England, and in France 
have earnestly urged the necessity of observ- 
ing not only the brain power of a child, but also 
the development of dexterity. But as the brains 
invented machinery and the machines could pro- 
vide the necessities of hfe so much more easily 
than the hands did, the training of the latter 
became more and more neglected both at home 
and in school, especially amongst the greater 
nations. 

In the little country Finland, far up at the 
Polar circle, there emanated a law in 1866 to the 
effect that Sloyd should be of the same impor- 

(9) 



10 PEDAGOGICAL SLOYD 

tance in all the state public schools as were the 
literary subjects. 

It was Sloycl in wood, in metal, in knitting, 
sewing, spinning, weaving, straw — bast — chips 
— wicker — and root work, etc. 

Then about a decade later on there arrived a 
Swedish gentleman at one of the educational 
exhibitions of Finland. He took particular in- 
terest in the wood Sloyd, and being a rich man 
and interested in educational enterprises, he 
made propagation for this branch almost all over 
the civilized world. And that is the reason that 
now-a-days most people with the word " Sloyd " 
understand only woodwork. He also worked 
out a system of his own in wood Sloyd that 
goes in educational circles under the name of 
" The Swedish Sloyd System ". 

From Finland, from Sweden, from Denmark, 
the Sloyd ideas emigrated to the United States. 
And many signs point out that they may have 
a greater future there than at any of their 
birthplaces. Different Sloyd systems are vary- 
ing as to the details, but the most of the great 
educational aims are mutual for all of them. 



AGE OF THE PUPILS 

If the pupils have had previous kindergarten 
training, they may begin with my Sloyd system 
at the age of seven, but if their fingers are 
totally untrained, then they must wait until 
they are nine, or at least eight years old. They 
may be ever so clever readers, but if their hands 
have been trained by nothing but writing, then 
there exists hardly any communication between 
their brains and their fingertips, and only a more 
advanced age can bridge over this gap. 

If they be prepared to commence at seven, 
by the age of fourteen they ought to be through 
all the seven standards by four hours weekly 
work on an average. 

Little girls acquire and develop while playing 
with their dolls a certain degree of handiness, 
so they will be apt to begin at the age of eight, 
even though they lack previous kindergarten 
training. 

Older pupils, who have done no Sloyd work 
before, should begin with Standard I at any age, 
though they naturally will proceed quicker 
through the different standards then the little 
ones can do it. 

Teachers who are training for the system 
should of course always begin with Standard I, 
even if they know other systems of wood work. 

(11) 



THE SLOYD ROOM 

The Sloyd room should be nothing of a " work- 
shop". It should not under any circumstances 
be in the basement floor, as still is the case on 
many places, being a reminiscence from the 
''workshop" ideas of the older school. The 
Sloyd room should on the contrary be even more 
light and airy than any of the other class-rooms, 
with the exception may be of the gymnastic hall. 
For the bodily work, that is carried out in the 
Sloyd room, promotes naturally a deeper respira- 
tion than is the case with other sort of school 
work, and consequently the air that is inhaled 
must be of as good quality as possible is obtaiu- 
able for a class-room. Also for the sake of pre- 
serving the models, the material, and the tools it 
is indispensable that the Sloyd room should be 
free from dampness. 

If during winter time the Sloyd room is 
heated, the temperature of it should by no 
means be so high as in the ordinary class-rooms. 
The physical exercises caused by Sloyd work 
give warmth enough without much artificial 
heating. At any rate the Sloyd room should 
never be kept warmer than the gymnastic hall. 

(12) 



WORK BENCHES 

If the class-room already is supplied with com- 
mon work benches they will do for the purpose, 
but if not, then I would prefer the following 
arrangement : 

From common timber IJ inches thick and 16 
inches wide are made out pieces of 72 inches 
length. From each piece are cut out two semi- 
circles 16 inches in diameter, with a regular dis- 
tance between each. These timber pieces are 
fixed horizontally upon blocks of the same width. 
The blocks are fixed to the floor in such a way 
that the benches are accessible from both sides. 
Some of the benches should be of the height of 
32 inches, othei-s of 27. 

Between the semicircles are bored larger and 
smaller holes to hold the tools. These holes 
should however not occupy more than half of 
the width of the bench, as the front part is 
needed for the work. And the back part of the 
benches is lined with thinner boards. 

These work benches are used for the vertical 
work that the pupils have to execute, and also 
for some of the horizontal movements. But for 
several kinds of horizontal work, such as plan- 
ing and fifing edges, etc., the above described 

(13) 



14 PEDAGOGICAL SLOYD 

benches can not be used, and a different kind is 
to be made for that purpose l)y putting up the 
timber pieces in a perpendicular position upon 
blocks, which are fixed to the floor. The upper 
edge of these boards should be 30 inches from 
the floor and some of them 27 inches, correspond- 
ing with the horizontal benches. 

By small iron bench clamps the work is 
fastened to these two different kind of benches. 
As soon as I give the bench clamp into the chil- 
dren's hands, I do not fail to make them to ob- 
serve that the screw, if turned downward, opens 
with the sun and closes against the sun, while 
if turned upward the effect is the opposite one. 
I then tell them that so is the rule for every screw 
in the whole world, and after that they never in 
their future work will have to stop and hesitate 
which way to turn the screwdriver. 

But if these clamps are supphed with the in- 
stantaneous grip, as it is most desirable that they 
should be, then the exercises with the screw will 
have to be deferred until the pupils are going to 
learn to screw the saws into the handles. 

For the teacher there should be in the Sloyd 
room a small but high platfoini, and on that 
should stand a separate bench, at which the 
teacher can do all the demonstrations and show 
the different ways in which the tools should be 
used. 



POSITION WHILE WORKING 

The higher work benches are mtended for those 
of the pupils who do their work in a standing 
position, and the lower for those who are sitting- 
while working. For I do not believe in a method 
that compels the httle children to stand upon 
their tiny legs all that time they spend in the 
Sloyd class. Some part of their work can be 
done just as well while they are sitting down, 
especially the piercing with the star — and the 
scroll-saws, the modelling with the Sloyd knife, 
and different kinds of filing. The pupils will 
themselves very quickly acquire the discrimina- 
tion as to which position is the most suitable for 
the work as well as for themselves. And as the 
Sloyd teacher ought to possess a thorough knowl- 
edge of anatomy as well as of physiology, she 
will by a glance be able to judge whether the 
position of the child's body during the work is 
a good one, that is promoting the development 
of the muscular strength, or an injurious one, 
which of course is instantly to be corrected. 

If this rule is kept up conscientiously, that 
the Sloyd teacher should be a pedagogically 
trained teacher, and not merely a skilful carpen- 

(15) 



16 PEDAGOGICAL SLOYD 

ter, then it is not necessary to do as some of the 
Sloyd systems require. 

For an essential part of these is to cover the 
walls of the Sloyd room with large pictures 
showing the right and the wrong position of the 
body while using every different kind of tools. 
Besides the queer idea of reproducing in a pic- 
ture one or two wrong positions, while the 
wrong position can be of various sorts, those 
pictures that represent the very right position 
will at length prove to become an obstacle to the 
teacher, because they prevent the introduction 
of improved tools, which might require a differ- 
ent position of the body from any one that is 
provided for in these authorized wall- pictures. 

I happened once to be at a landing stage, when 
a trades union returned from a picnic. It struck 
me that every man in the party had his left 
shoulder higher than the right, and the older 
men more so than the younger ones. I at once 
presumed them to be carpenters, who had got 
their frame deformed by a life-long, one-sided 
work at the bench. Subsequent inquiries con- 
firmed my supposition. The consequent warp- 
ing of their brains was not visible, but it was 
surely there. 

A friend of mine went to a Sloyd school in 
Sweden and stayed there for two years, diligently 
working, according to the method of that place. 



POSITION WHILE WORKING 17 

When she came back her right hand had grown 
so much larger than her left one that for all her 
lifetime she will have to use gloves of a different 
number for each hand. 

The Danish method provides alternate w^ork 
for both hands. 

A farmer possesses as a rule a more vivid in- 
tellect and a better health than a craftsman. 
That has hitherto been attributed to the influence 
of the better air he enjoys, but surely the more 
harmonious bodily motions rendered by field 
labor than by a trade count for a great deal. 

In all the fc^lowing exercises the children are 
to be trained to use not only the right hand but 
also the left one as much as possible, especially 
when sawing, planing, filing, and sandpapering. 
This for the sake of the harmonious development 
of both sides of the body. That special kind of 
work benches, which I have just given a descrip- 
tion of, have been designed by me particularly 
for the purpose of promoting alternate work with 
both hands. If common work benches are used, 
they must be supplied with one row of holes 
along each side — such as the Danish are — lest the 
pui)il be forced to work one-sidedly. 



WOOD 

Little children can not be expected themselves 
to prepare out of a log by means of the axe and 
the jack plane the required material for their 
work. They must get the wood ready prepared 
from a saw mill ; f of an inch thick. 

Tsvo hundred square feet will do for a begin- 
ning. The boards should be, as far as possible, 
of assorted width, from 6 to 20 inches wide. 

The material to be used should l^e at the same 
time cross-grained and not too hard. The best 
kind of wood for this purpose is the American 
Liriodendron tulipifera (Tulip-tree). It goes in 
the common timber trade in London under 
the name American white wood. But as in the 
English language the name of white wood is 
given to different kind of wood, it will be best 
to keep to the Latin name. 

If it should prove to be impossible to get the 
American white wood, then some of the follow- 
ing sorts ca.n be used : American lime-tree (Tilia 
Americana) ; Black poplar ( Populus nigra) ; Syc- 
amore (Acer pseudoplatanus) ; Scarlet maple 
(Acer rubrum) ; Yew (Taxus baccata). 

A few square feet of Weymouth pine (Pinus 

(18) 



WOOD 19 

strobus), J inch thick, should also be ordered for 
the purpose of whittling and gouging. 

It is a great blunder not to supply the very- 
best kind of material for the httle children. If 
the wood is too hard, they will get discouraged, 
and if it is too fragile, they will develop a de- 
structive manner. 

During the four first Standards the pupils will 
have quite enough to do in learning the geomet- 
rical figures, all the different exercises, and the 
use of the tools, so I do not at this stage require 
that they should go deeper into the study of the 
different kinds of wood suitable for Sloyd work. 
The acquisition of that knowledge comes in at 
Standard V and should then go hand in hand 
with lessons in botany, given of course by the 
Sloyd teacher. 



TOOLS 

There is still left not only in the Manual 
Training systems but also in some of the Sloyd 
systems, a trace from the past in the notion 
that children should be forced to accomplish 
their wood work by means of as few and as old- 
fashioned tools as possible. That idea hangs on, 
and has wrongly been brought into the class- 
room from that time when wood work was no 
school subject, but simple a trade, contrived for 
the acquiring of a livelihood, which was meager 
enough to prevent the purchase of new and im- 
proved tools of various sorts. And one can still 
behold tools of a very old-fashioned and inap- 
propriate style used in the Manual Training de- 
partments of schools, where it never for a 
moment would occur — say to the teacher of 
penmanship — to train the pupils of to-day to use 
the feather pen of grandfather's time. 

By using only a few a,nd imperfect tools the 
pupils will become automatical and slow, not 
only at the wood work, but in their perception 
at large; while a great variety of tools, which 
are up to date, will quicken and sharpen their 
faculties of discrimination and observation with 

(20) 



TOOLS 21 

regard to the best means of gaining a desired 
purpose. 

The great objection to letting httle children un- 
der ten begin with wood Sloyd has been the dan- 
ger of the sharp tools in a child's hand. If there 
is any real danger, then it comes especially from 
the knife. I mean the genuine Sloyd knife, not 
the pocket knife, which should be entirely abol- 
ished from the Sloyd room. 

The knife is beyond question the best educa- 
tional medium amongst all the tools, because it 
is the least mechanical of them all and hence re- 
quires the greatest individual attention and by 
that develops the accuracy and the self-judgment 
of the child. The real educational influence 
caused by the use of the knife can not be fully 
replaced by any joint action of different other 
tools. Yet I hesitate to let little children use 
that sharply pointed tool, and suggest substitut- 
ing for it a knife with two handles, a kind of a 
small drawing knife. That knife can also in 
many cases replace the spoke shave, which is a 
very mechanical tool, because the child can not 
see the cut that is made, and only has to take 
the strokes by chance. For the same reason I 
often prefer in a child's hand the straight cabi- 
net scraper to the smoothing plane. In the fol- 
lowing Sloyd series the saws have a predominant 
place as producing tools. 



22 PEDAGOGICAL SLOYD 

To children should be given tools only of the 
best kind of material. For here comes in the 
same comment that was made concerning too 
fragile wood. And compasses, marking — and 
mortise — gauges, try squares, bevels and rulers 
should be graded ones. 

In order to secure tools of good quality, it 
should be ^observed at the purchase that the 
name of the maker is on all the tools. 

The handle of the tools should not be polished ; 
if they are, the polish should be rubbed off Avith 
sandpaper. Polished handles slip from the hand 
so easily, and the pupils might hurt themselves 
or each other in that way. 

For cleansing the tools vaseline is much prefer- 
able to linseed oil, because of being volatile, so 
if some spots of it should happen to come on 
the wood, it will evaporate within a very short 
space of time. 

Tools which the pupils are in constant need of, 
should stay on the work benches; but tools 
which are not frequently used are to be kept on 
special tool shelves. It is important to observe 
that these tool shelves should be detached from 
the walls of the Sloyd room. For the walls are 
as a rule more or less damp, and the shelves 
will, if placed close to the walls, absorb the 
dampness, thus causing the tools to contract rust. 

As Sloyd is a comparatively new school sub- 



TOOLS 28 

ject, the terminology of it is not settled as yet. 
There exists a great difference in the terms ac- 
cepted by different systems and used at different 
Sloyd schools. This concerns especially the 
names of the tools. One can find the same tool 
called by quite different and often even contrary 
names in the different schools. And with no one 
of the tools is the confusion more puzzling than 
with all the sundry names that are bestowed up- 
on the saws. 



DRAWING 

Every pupil should have a drawing book, in 
which the geometrical design for each piece of 
work is drav-rn up. Geometry is the foundation 
for my whole system, and the geometrical fig- 
ures go through all the Standards. The measures 
for the drawings, as well as for the models, 
should, as far as possible, be the same for ah the 
pupils; the drawing of course being on a smaller 
scale than the models. As a rule the drawings 
should be a third of the size of the actual model. 

It should be observed that all the drawings in 
this system are geometrical drawings and not 
working drawings. 

The pupils should themselves make up the de- 
signs for Standard IV, V, ^^I, VII. 



(24) 



WORKING METHOD 

Children should never be forced to do anything 
that is beyond their capacity. If the pupils are 
expected to produce something that is too hard 
for them, they will get careless and develop in- 
accuracy and content themselves with a poorly 
finished work, and will at the same time acquire 
a tendency to overestimate their own ability, 
while again on the contrary, pupils possessing 
a keener self-criticism will get 'discouraged at per- 
ceiving their own shortcomings, and will thus be 
led to lose confidence in their own working 
capacity. Both extremes are deplorable and are 
to be avoided by working along carefully graded 
steps, so the pupils gradually obtain a greater 
ability and an increased discrimination and con- 
fidence with regard to their own skilfulness. The 
following Standards have been arranged accord- 
ing to these educational aims for gradual devel- 
opment of all the faculties of the pupil's body 
and soul. 

Class instruction is essential, though the teach- 
er has at the same time to give attention to each 
individual pupil. When, during the course of a 
lesson, instructions and explanations are to be 

(25) 



26 PEDAGOGICAL SLOYD 

given to the whole class, a pause in the work is 
required by means of ringing a small hand bell, 
thus calling for quietness and attention to the 
general information that the teacher finds it 
necessary to impart at intervals. A second ring 
notifies when the class work again is to take 
place. 

The pupils should not be forced to copy the 
model too slavishly. Should emergencies arise, 
they may be allowed a little diversion as to the 
exact measures of the model. It is a pedantry 
hateful for children's conception that they should 
be compelled to make over again a model that can 
be just as good on a somewhat smaller scale. 

It is almost needless to mention, that varnish- 
ing or polishing of the models is out of the ques- 
tion, as that would conceal good workmanship 
and cover a poor one. 

As it is an undispu table fact that some children 
are brighter and quicker than others, these 
should be allowed to do extra work besides the 
regular models. But these works should be kept 
in strict accordance to the geometrical figure 
that gives foundation for the regular model, 
though to avoid monotony the pupils who are 
doing this extra work may be allowed to step 
either inside or outside of the exact dimensions 
of the model. 



WORKING METHOD 27 

Several old Sloyd systems in difference from 
this do not give place for any extra work, but the 
pupil has to go on with one model after the other 
one, with the result that the stronger and quicker 
pupil might be at the model No. 50, while an- 
other pupil, who commenced his Sloyd course at 
the same time, is at say the model No. 30. This 
makes class instruction quite impossible. 



Part IL— The Seven Standards 



STANDARD I 

The First Yearns Course. Four hours tveekly. 
2S models. Age 7-8. 

When the square has been demonstrated on 
the black-board and drawn up by the pupils in 
their drawing books, it is with guidance of the 
try-square drawn upon the wood, which is 
clamped above the cut out triangles on the hori- 
zontal benches. 

1. This square should be 6 inches wide. Small 
hand saws are in this case the best implements, 
and after the square is sawn out, the child moves 
it over to one of the vertical beaches on purpose 
to smooth off the edges. For those that go across 
the grain either the block plane or the flat file is 
used, and with the grain the drawing knife, 
whereupon the pupil returns to the horizontal 
bench and smoothes both surfaces with the 
scraper and with sand and flint paper wrapped 
around a block of wood. 

Now the great question will arise, for what pur- 
pose this neatly finished square can be used. I 
let the children themselves make the suggestions 

(28) 



A BOOKSHELF 29 

and their fancy is vivid, bnt the most of them 
decide to give it to their mother for a Tea-pot 
stand. I always let the pupils keep their work 
themselves. Grown-up people as a rule enjoy 
the fruits of their labor, so why should not the 
little ones have the same privilege ? 

When completing all the models from No. 1 to 
No. 15, the edges that go across the grain should 
be finished before those which go w^th the grain. 
And the models should also be cut out a little 
wider than the exact measure, thus providing a 
small allowance for splitting at the corners by 
the untrained hand, while planing the edges 
across the grain. 

2. The next model represents the rectangle. 
Three equal rectangles — 12x6 inches — are drawn 
by means of a ruler and the try square, and 
sawn out with the hand saw. The short sides 
are smoothed with the block plane and the long 
ones either with the drawing knife or the jack 
plane. 

It should not be omitted to make the pupils 
observe that when using the drawing knife, the 
spoke shave, or the jack plane for the edge, or 
the smoothing plane for the surface, the work 
should be turned and only half of the distance 
be trimmed at times. It should also be pointed 
out that while using the jack plane or the smooth- 
ing plane the working force does not act quite 



30 STANDARD ONE 

horizontally, though it seems so, but that the 
motion should describe a slight curve, the deepest 
part of which is just there, where the cutter 
strikes. This simple explanation will help the 
pupils to better grasp the idea of planing. 

At an equal distance from all the corners holes 
are bored with a drill, and the surface of each 
rectangle is smoothed either with the scraper or 
the smoothing plane and also, if needs be, with 
sand and flint paper. Braided cords are threaded 
through the holes, and knots made on the cord 
right under each shelf. In order to keep the 
shelves steady there should be stuck small pins 
through the knots. These pins are cut out with 
the chisel from a piece of wood which is IJ 
inches wide, thus making the pins of a similar 
length, whereupon they are smoothed with the 
Sloyd knife. When all the three rectangles have 
been put up in this way, all the four cords are 
joined in a knot, and the whole thing is hung on 
a nail on the wall. And the little pupils will 
find to their great dehght, that they already at 
this early stage have been able to make a Book- 
shelf for themselves, or^ — if they prefer it so — 
for some other person. 

While producing the book-shelf the fohowing 
muscles are engaged : 

Extensors (the saw), Ilexors (the drawing 



31 

linife), Rotators (the drill), thus promoting the 
harmoDious development of the body. 

When the saw is drawn towards the body no 
force should be used, and consequently no cut 
made; whereupon it is pushed outwards with 
great force, thus producing a deep cut for eacji 
movement. 

As already at this early stage the different 
ability of the pupils will come forth, those who 
have hard to keep up to the average may be 
allowed to make only two shelves. 

But those who are strong enough to use the 
jack plane with advantage, may plane up the 
long sides of all the three shelves at the same 
time, putting them together into the vise. 

3. A Rider — 1^2x2 inches — is the next model. 
A smooth edge is planed up with the jack plane. 
The width is traced with the marking gauge, the 
long side sawn with the hand saw and the short 
sides with the tenon saw. The block plane and 
the drawing knife are used for the edges, and a 
hole is bored with the center-bit at one of the 
ends. Then the ruler is trimmed with the scraper 
or ihe smoothing plane and with sand- and flint- 
paper. 

When using the drawing knife it should be 
observed that if the slanting side of the cutter is 
turned upwards, then the knife makes a deeper 



32 STANDARD ONE 

cut, while if the straight side is upwards the 
cut gets smaller. 

4. Now again a rectangle — 6x4 is produced 
and a diagonal drawn. This is divided along the 
diagonal into two equal parts ; and the pupil finds 
that he bj this has got two right-angled tri- 
angles, which after a hole has been bored in 
the right-angled corners and the trimming done 
in the usual way, can be useful as Marking 
squares or Rulers. 

It will be observed by the experienced reader 
that at the production of this model comes in 
the oblique sawing and the oblique planing. 

Another marking square can be made like 
this _]_ as extra work, the angles being smoothed 
with the flat file. 

5. Again a square — 9 inches — is sawn out; 
each side is divided into three equal parts and 
the connecting lines are drawn up between the 
marked points, thus dividing the big square by 
the lead pencil marks into 9 small equal squares. 
The four corner squares are sawn out with the 
tenon saw and there will remain a regular Cross, 
which after having been trimmed with the 
plantiS, the drawing knife, the flat file, and the 
papers can be used for a Vase stand, or anything 
else the child likes to irse it for. 

6. Another square — 8 inches — is sawn out and 
is to form a different kind of a Cross. Each side 



STANDS FOR FLOWER POTS 33 

is divided into four equal parts. The both mid- 
dle parts of every side are to form the hypothe- 
nuse for right-angled isosceles triangles, which 
are sawn out with the compass saw. The re- 
mainder, a cross with pointed ends, is trimmed 
in the same way as was the previous cross. 

7, 8. But the four triangles, just sawn out, 
are not to be thrown into the waste box. The 
two of them which go with the grain, can 
trimmed up be used as small Rulers^ while the 
two triangles which are cut out across the grain 
can be cut with the chisel into the shape of Key 
tags^ consisting of a rectangle and a triangle. 
In this way the children will learn to economise 
material. 

9. A narrow rectangle — 5xlJ inches — and an 
isosceles acute angled triangle will form a Flower 
label, the pointed end to be whittled thinner with 
the Sloyd knife. 

10, 11. A square — 6 inches — with an equilat- 
eral triangle on each one of two opposite sides ; 
and a rectangle — 10x5 inches — with one equilat- 
eral triangle form useful Stands for floicer pots. 

12. A Decanter tray can be made in the shape 
of a trapezium, which figure at the same time 
can for the children serve as an illustration for 
the form of life. 

13, 14. A rectangle — 12x3 inches — with an 
isosceles triangle upon the long side, and another 



34 STANDARD ONE 

rectangle— 10x4 inches — with a similar triangle- 
on the short side will, supplied with necessary 
screws and hooks, make the first one a Clothes 
rack and the other one a Key hoard. 

15. Nothing can interest the pupils more than 
to mark out a circle with a pair of compasses 
and then saw out their ' ' wheel ' ' or Discus. 
For this work the compass saw is used. A 
diameter of 9 inches will be the best. If there 
appears some unevenness in the circumference, 
it can be smoothed either with the concave 
spoke shave or with the round side of the rasp. 
And then the little pupils may have their wheels 
to play with. 

1(>. A larger circle is made — say 12 or 15 
inches diameter — for a Bread traij. 

17. The next circle — 6 inches diameter — can 
be made into a S2:>onge holder. For that pur- 
pose there are bored holes in concentric circles 
along the radius in that way, so that the biggest 
drill bit is used for the centere and then gradu- 
ally smaller and smaller towards the circum- 
ference. 

It should be observed not to bore the holes 
right through from one side, but to turn the 
work as soon as the bit has pierced through to 
the opposite side, and then complete the boring 
from that side, thus preventing the wood from 
splitting. 



SPADES; SPOONS 35 

The holes are smoothed with the round file, 
and the edges are bevelled with the drawing 
knife. After that the trimming with sand- and 
flint-paper is to be done, and there are thread 
cords through the holes of the outer circle, 
these cords are joined in a knot about 8 inches 
above the bottom, and the sponge holder is fin- 
ished. 

18. Three Circles of equal size — 5 inches di- 
ameter — can be arranged in the same way as 
was the book-shelf consisting of three equal rec- 
tangles. 

19. A larger circle — 6 inches diameter — and a 
smaller — ij inches diameter — joining each other 
and rounded along the edges with the drawing 
knife and smoothed with the half-round file and 
the papers will make a Tray for a decanter and 
a glass. While completing this model the pupil 
will get experience in concave as well as convex 
shaping. 

20. A rectangle — 12x8 inches — with a semi- 
circle at one of the short sides; or another rect- 
angle — lOxT inches — with semi- circles at the 
both short sides, will form two different kinds of 
Cuttiyig hoards. 

21. A square — T inches — with a semi-circle on 
one side, to which is joined a long and narrow 
rectangle — 24 x 2 inches — with a semi -circle at 
the upper end will make a Spade to dig into the 



36 STANDARD ONE 

sand with. The handle is rounded with the con- 
cave spoke shave, and the spade is bevelled on 
both surfaces with the plane, and along the two 
opposite edges with the drawing knife. 

22, 28. A Cake spoon and a Butter sj^oon can 
be made in the same way. For the cake spoon the 
square is 3 inches with semi- circles on two of the 
opposite sides, and the rectangle is 8x1 J inches. 
For the butter spoon the square is 3 inches with 
a semi- circle on one side, and the rectangle 
5x1 J inches. The former is perforated with the 
centerbit and the latter moulded with the 
reeder. The edges of the spoons are bevelled 
either with the drawing knife or the spoke shave 
and the handles are rounded with the Sloyd 
knife. 

24. From a long and narrow rectangle -8x1 J 
inches, with semi-circles at both ends, is made 
out a Paper knifes the edges sharpened with the 
concave spoke shave. 

25. A rectangle — 21x13 inches — with a semi- 
circle — 16 inches diameter — sawn out from one 
of the longer sides will make a handy Writing 
board to be held on the knee. 

Every article is of course trimmed with files 
and sand- and flint-paper. 



STANDARD II • 

The Second Yearns Course. Four hours weekly. 
'25 models. Age 8-9. 

1. When the children are going to draw up a 
hexagon I do not of course tell them only to 
mechanically take the length of the radius and 
divide up the circumference into six equal parts. 
But I tell them that wise men have found that 
in every circle the circumference is about three 
times as long as the diameter, and then the 
nttle pupil will find for himself that the radius, 
being the half of the diameter, will go six times 
into the circumference. 

For juxtaposition of figures no geometrical 
figure is more available than the hexagon. The 
children's power of invention will here get a 
good field for exercise. 

2, 3, 4, 5. Two equal hexagons, or three, or 
four, or five put together can make Table mats, 
or Easels, or Vase stands. 

6, 7. Seven equal hexagons will make a fine 
Tray, while the half part thereof can be a pretty 
Bi^acket. 

8. For the construction of the pentagon the 
protractor is needed. 

(37) 



38 STANDARD TWO 

9. Two equal pentagons put together can be a 
Table mat. 

10, 11. One pentagon and one hexagon can 
together be either a Decanter stand or an Easel. 

12. The octagon may be constructed either by 
means of a circle or a square. 

13. Two equal octagons will make a Table mat. 
14:. And five equal octagons a Tea j^ot stand. 

•But other juxtapositions of that figure are 
not used until in the next Standard. 

15. For the construction of the heptagon the 
protractor is used. 

16, 17, 18, 19. 20. Now the children may be 
allowed to draw up ' ' Stars ' ' inside the pentagon, 
the hexagon, the octagon and the heptagon. 

It is a great delight for them to saw out these 
'^ Stars ^\ which can be used for various pur- 
poses. When trimming them the three-cor- 
nered file is employed. 

21, 22, 23, 24:, 25. On the sides of the various 
geometrical figures, which the children have 
learnt to know during the previous exercises, 
viz., the triangle, the square, the pentagon, the 
hexagon and the octagon, we draw arcs either 
convex or concave. The figures thus con- 
structed are sawn out either with the compass 
saw or the bow saw and can be used for Vase 



LAMP STANDS; TRAYS 39 

stands, Cutting hoards, Table mats, Lamp stands, 
Trays, etc. The arcs are trimmed with the draw- 
ing knife, the curved spoke shave and the half 
round file. 



STANDARD III 

Third Year's Course. Four hours iveekly. W 
models. Age 9-10. 

For this Standard the same principal geomet- 
rical figures are used as in the previous Stand- 
ards. But now the pupils begin with j)iercing 
work. All the different sorts of drills are here 
used to great advantage. Compass saws and 
bow saws are employed. For the purpose can 
also be used star saw blades or scroll saw blades 
screwed into extension saw frames. To learn 
to screw in those saw blades the pupils need a 
special exercise. It amuses them to find that it 
has some similarity to the tuning of a fiddle. 
To be able to turn the big screws they need 
a pair of pinchers, and in order to adjust the 
opposite small screws they will have to learn 
the use of the screw driver. 

The pupils should at this Standard be trained 
to make decorative designs with the drills, thus 
developing artistic taste and practical imagina- 
tion. 

1. A square with a smaller square cut out from 
the center part will make a useful Floiver pot 

(40) 



EMBROIDERING FRAMES 41 

stand. The outside edges are trimmed in the 
same way as was the square in Standard I, 
while the inside edges are trimmed with the flat 
file and the three-cornered file. 

2. The next model is a right-angled isosceles 
triangle with a smaller similar one cut out. 
This will be good for a Buler or a Marking square, 

3. A rectangle with a rhombus cut out can be 
useful as a Stand for a pan. 

4. Parallel rectangles cut out from a large 
rectangle with borders left along the short 
sides will serve as a Floiver pot stand. 

5. Symmetrical squares cut out from a rect- 
angle are a good demonstration for The square 
measure. 

6. A circle with a smaller circle cut out will 
make a Stand for a butter dish. 

7. A still smaller one a Stand for the ink bottle. 

8. 9. Clothes-pins and Flower ladders are use- 
ful models. 

10, 11. Also Button sticks and Knob sticks of 
various kind. 

12, 13, 14, 15. Picture frames, Mirror frames, 
Calendar frajnes and Embroidering frafnes are 
made of different kinds. 

16. Six octagons in juxtaposition will make a 
Mat. 

17. A Tool rack is made of a rectangle with a 
double row of small rectangles cut out. 



42 STANDARD THREE 

18. Spoon shelves are made from semi-circles 
with concentric arcs cut out. 

19. Candle saves from two concentric circles, 
the inner bored out with the expansive bit from 
the larger one. 

20. A perforated Fish spoon is made in the 
shape of a pentagon with a handle. 

In order to accomplish neatly this Standard 
the pupils will have to develop much accuracy 
and great carefulness. They will learn to ajDpre- 
ciate the beauty of regular and symmetrical fig- 
ures and at the same time they will acquire a 
steady foundation for further geometrical studies. 



STANDARD IV 

Fourth Yeai^^s Course. Four hours iveehly. 15 
models. Age 10-11. 

Here the third dimension comes in, i. e., the 
height. This Standard is a combination and a 
repetition of the geometrical figures of the first 
Standard. For this Standard as well as for the 
following Standards are not given very minute 
explanations, but much is left to the teacher's 
own judgment. 

The pupils should themselves make up the de- 
signs, because there should not be put a bridle on 
their creative power by too much guidance and 
provision. 

The most of the joinery should be done by 
means of screws and only a smaller portion with 
nails or glue things. 

For models are given the following suggestions, 
and all should be in keeping with the progres- 
sion of the geometrical figures. 

1. Pencil rack. — A square for the bottom; 
and two equal right-angled isosceles triangles for 
the sides. ~' 

2. Book stand. — A rectangle for the bottom 

(43) 



44 STANDARD FOUR 

and another one for the back; and two equal 
circle quadrants for the sides. 

3. Dog^s meat cup. — A square for the bottom; 
three rectangles for the sides and front ; a rect- 
angle with an abridged isosceles triangle for the 
back. 

4. Honey comb box. — A square for the bottom 
and four rectangles for the sides. 

5. Pencil box. — Five rectangles. 

6. Boot brush box. — Six rectangles. 

7. Cat^s meat cup. — A square for the bottom, 
three rectangles for the sides and the front, and 
a rectangle with a circle segment for the back. 

8. Salt box. — A square, perforated with drills, 
for the bottom ; a rectangle for the back ; and 
three smaller equal rectangles for the front and 
sides. 

9. Chopping board. — A rectangle for the bot- 
tom ; three rectangles for the sides and the 
front; a rectangle with an abridged isosceles 
triangle for the back. 

10. Lamp shelf. — A semi-circle for the shelf 
and a right-angled scalene triangle for supporter. 

11. Corner shelf. — A circle quadrant for the 
shelf, and a right angled scalene triangle for 
supporter. 

12. Knife and fork box. — Five rectangles for 



JOINERY 45 

the bottom and the sides, and a circle segment 
for the division. 

13. Coal shuttle. — Several rectangles, squares 
and abridged triangles. 

14. Handkerchief box. — A square for the bot- 
tom ; and four equal rectangles with semi- circles 
on one of the longer sides, for the sides of the 
box. 

15. Book shelf. — Several rectangles, some of 
them with circular designs. 



STANDARD V 

Fifth Yearns Course. Four hours iveekly. 20 
models. Age 11-12. 

At this Standard the pupils should begin to 
study — in connection with botany — the quality 
of different kinds of wood. 

They may also at this stage be intrusted with 
the care of the tools, and learn to cleanse them 
with vaseline and to take off rust by means of 
emery cloth. 

This Standard is a combination and a repeti- 
tion of the geometrical figures of Standard II. 

As models may be used following things: 

1. Hat rack — Four equal hexagons in one line. 

2. Neivspaper case. — Five hexagons in juxta- 
position for the front, and a rectangle for the 
back ; several long and narrow rectangles for the 
stands. 

3. Tool box. — Four rectangles, and four 
abridged isosceles triangles. 

4. Plate rack. — Several rectangles with circu- 
lar designs. 

5. Paper basket. — A pentagon for the bottom, 

(46) 



STUDY OF WOODS 47 

.and live equal, abridged, isocsceles triangles for 
the sides. 

6. Tooth brush shelf. — Four hexagons in jux- 
taposition for the shelf, and two similar hexa- 
gons for the back ; holes bored for the brushes. 

7. Easel. — Five hexagons in juxtaposition for 
the front; a half hexagon for the list; and an 
abridged triangle fcr the back. 

8. Match box holder. — Two pentagons for the 
back, and two rectangles for the support of the 
box. 

9. Bracket. — A pentagon for the shelf, and a 
pentagon and a hexagon for the back. 

10. Card basket. — A triangle for the bottom, 
and three semi- circles for the sides. 

11. Work basket. — A square for the bottom 
and four semi-circles for the sides. 

12. Soap box. — A rectangle for the bottom, 
and four semi-circles for the sides ; the bottom 
perforated with the center -bit. 

13. Fruit basket. — A pentagon for the bottom 
and five semi-circles for the sides. 

14. Glove box. — A rectangle for the bottom, 
and four rectangles with concave arcs for the 
sides. 

15. Bric-a-bac stand. — Three equal squares 
with concave arcs on the sides ; four long and 
jiarrow rectangles for the legs. 



48 STANDARD FIVE 

16. Brush rack. — Two equal hexagons and two 
equal pentagons for the i^ack ; two equal right- 
angled scalene triangles for supporters. 

17. Music stand. — Six octagons in juxtaposi- 
tion for the front, and a rectangle for the back. 
Several long and narrow rectangles for the legs. 

18. Pipe rack. — Four triangles with decora- 
tive designs for the back ; a larger and a smaller 
circle quadrant for the shelves; the upper and 
smaller shelf with a concave arc cut out from 
the edge. Holes are bored in the shelves with 
the expansive bit. 

19. Foot stool. — A hexagon for the top and 
eight equal right-angled scalene triangles for the 
legs. 

20. Hymn tablet. — A large rectangle for the 
back, and several smaller ones for the shelves; 
the half part of seven hexagons in juxtaposi- 
tion, with a cross on, for the top. 



STANDARD VI 

S^xth Yearns Course. Three hours weekly. 15 
Wiodels. Age 12-13. 

This Standard is a combination and a repeti- 
tion of the figures of Standard III. The pupils 
will at this stage learn mounting for fixing on 
locks, hinges, etc. They should now also learn 
how to sharpen the knifes, the simple planes, 
and the bits. 

1. Photo box. — A rectangle for the bottom and 
four rectangles with cut out designs for the sides. 

2. Shelf for brace bits. — A perforated semi- 
circle for the shelf and a rectangle for the back. 

3. Toiuel rack. — A rectangle with semi- circles 
on both of the short sides ; and several long and 
narrow rectangles fixed on with hinges. 

4. Fern basket. — A square for the bottom and 
four perforated rectangles for the sides. 

5. Work box. — A square for the bottom and 
another for the top, the latter wrought out with 
piercing work; four equal rectangles for the 
sides ; lock and hinges. 

6. Egg cup. — Two equal rectangles with cut 
out circular designs. 

(49) 



50 STANDARD SIX 

7. Bird's nest. — To hang in a tree. It is ta 
protect the Httle birds from the prey birds, while 
nesting. Four rectangles for the front, the back, 
the top and the bottom. Two rectangles with 
two right-angled triangles for the sides. The 
gateway for the birds is bored in the front part 
with the expansive bit. A door is arranged at 
the opposite side for the purpose of clearing out 
from the nest the old stuff every autumn, when 
the bird family has moved away. 

8. Cruet stand. — Two equal circles. The ex- 
pansive bit is used for boring the holes. Three 
long and narrow rectangles for the legs of the 
stand. 

9. Paper and Post card case. — Several rect- 
angles ; and the back part cut out in decorative 
designs. 

10. Knittiyig box. — A rectangle for the top^ 
and an equal one for the bottom ; four rectangles 
for the sides ; two rectangles for divisions inside 
the box. Holes are bored with hand drills in 
the sides of the box for the purpose of the yarn 
running through ; lock and hinges. 

11. Egg stand. — Two equal circles, or two 
equal rectangles. The expansive bit is used for 
boring the holes. Four long and narrow rect- 
angles for the stands of the shelf. 

12. Watch stcuid. — Several rectangles for the 



LOCKS AND HINGES 51 

case, cut out in decorative designs. The hole 
for the watch bored with the expansive bit. 

13. Money box. — Six equal rectangles, four of 
them with semi-circles on both the shorter sides ; 
and two of them with semi-circles on one of the 
shorter sides, the opposite side cut out in a con- 
cave arc, thus forming the stands for the box. 
A square for the door and lock and hinges. 

14. Letter box. — Several rectangles and tri- 
angles ; a square for the door ; lock and hinges. 

15. Letter case. — In three divisions; one for 
answered letters, one for the unanswered, and a 
third for letters ready to go off. Several rect- 
angles, squares and triangles; two doors, six 
locks; and hinges. 



STANDAED YII 

Seventh Yearns Course. Three hours tveekly. 
IS Models. Age 13-U. 

Here some parts of the joinery are executed by 
means of several kinds of wood construction, 
such as mortise- and tenon- joints, halving and 
dovetailing. As the chisel is a very dangerous 
tool for a child, it is suggested to substitute for it 
as far as possible the use of the auger bit, the 
key hole saw, the tenon saw, the flat file and 
the three-cornered file. The pupils continue their 
practice in sharpening the tools, and learn now 
to sharpen the chisels, the spoke shaves, the 
scrapers, the decorating planes, and the saws. 

3. Racket. J 

4. Pen tray ; a rectangle. 1 ^ 

5. Pen tray ; a square. J 

6. Square table "I Mortise 

7. Bed table : Several rectangles, I and 
some of them with circular designs. | tenon 

8. Shamrock table. J joint. 



MORTISE- JOINTS ; DOVETAILING 



53 



9. Egg box. — Ten rectangles and 
an isosceles triangle. 

1 0. Nail box. — Nine rectangles and 
an isosceles triangle. 

11. Medicine chest.— Twelve rect- 
angles. 

12. Pencil rack. — A rectangle for 
the bottom, and two semi-circles for 
the sides. 

13. Envelope case. — Four rectan- 
gles, — two of them with circular de- 
signs, — three squares, and an abridged 
isosceles triangle. 

14. Stamp holder. — Several rect- 
angles and the half of a hexagon. 

15. Chest for minerals or shells. 



I 



Halving. 



Dove- 
tailing. 



Halving 
and 
Dove- 
tailing. 



CONCLUSION 

As will be seen from the above review, my 
system in wood Sloyd is especially based upon 
geometrical principles, and in that way it is 
essentially different from all other existing Sloyd 
systems. 

It is almost impossible to stipulate exactly how 
many pupils should be taught at the same time, as 
that depends upon so many various circumstances 
with regard to the Sloyd room, the arrangements 
of other school subjects and classes, the general 
disciplinary spirit of the school, and especially 
upon the children's intellect and aptitude to 
learn. The list of tools is here arranged for a 
class of 10 pupils. 

No form of the monitor system should ever 
be tolerated. If the classes are too large to be 
handled by one teacher, then there should be 
detached from them independent centers, each 
one in the charge of a fully competent and re- 
sponsible Sloyd teacher. 

It wiU be understood as a matter of course, 
that the Sloyd teacher, besides being a trained 
teacher of a good general education, ought to 
be especially conversant with the following sub- 
jects: 

(54) 



REQUIREMENTS 55 

Knowledge about tools and their manipulation ; 
geometry; drawing; anatomy; physiology and 
hygiene, botany, and the science, art and history 
of education. 



cfC. 



12 
3 

9 



1 

1 

6 
12 
12 
12 



1 

1 

6 

6 

12 



Adjustable by screw 
and assorted sizes. 



1 



TOOLS REQUIRED FOR A CLASS OF TEN 
PUPILS 



Jack planes, 
Smoothing planes, 
Block planes, 
Scraper planes, 
Rabbit planes, one > 

straight and one 

curved. 
Plough, 
Beading plane. 

Rip saws, 
Cross cut saws, 
Tenon saws, 
Compass saws 
Bow saws. 

spring steel Extension saw frames, 8 inches. 

(supplied with 4 screws). 
gross Scroll saw blades No. 10. 
gross Star saw blades No. 12. 
Rasps, 
Flat files. 
Half round files, 
Round files, , 

Three-cornered files. J 

(56) 



> Assorted sizes. 



> Assorted sizes.. 



6 



TOOLS REQUIRED 



57 



1 



Adjustable by 
screw. 



12 Bit braces; assorted sizes, and with sorted 
set of drills (centerbits, auger bits, counter- 
sinks, expansive bit, etc., etc.) 

6 Automatic bradawls, ] Assorted sizes and with 

3 Gearing hand-drills. / sorted set of drills. 
12 Sloyd knives, 
12 small Drawing knives. 

3 Straight spoke shaves, 

3 Convex spoke shaves, 

6 Concave spoke shaves, 

1 Reeder and Moulding tool. 
12 Straight cabinet scrapers. 

6 Curved cabinet scrapers. 

6 Screw drivers, 

6 Chisels, 

3 Mortise chisels, 

3 Parting tool, 

6 Gouges, 

2 Skew chisels, 
6 Carver's punches with tool 

pad. 

12 pair of Graded steel compasses (8 inches long) 

6 Protractors. 
12 Graded try squares. 
12 Graded marking squares. 

6 Graded marking- and moj'tise-gauges. 

2 Graded bevel squares. 

2 Star wheel markers. 

2 Mitre boxes 90° and 15°. 



Assorted sizes. 



58 TOOLS REQUIRED 

3 doz. small Bench clamps with instantaneous 

grip. 
3 small pair of Pincers. 
3 small pair of Pliers. 
1 Saw set. 
6 Hammers. 
6 Mallets. 
Sorted sets of nails, screws, knobs, hinges, 
small hooks, and hasps and staples. 

Notice. — The handles of the tools should not 
be polished. 



OTHEE IMPLEMENTS REQUIRED 

A mounted grindstone with treadle and handle, 
about Itt inches in diameter and 3 inches thick. 
The trough under the grindstone should be sup- 
plied with a tap, so the children can easily empty 
the water out of it at the close of each lesson. 

4 oil stones. 

4 chopping blocks; two of them 27 and the 
other two 30 inches high. The blocks should be 
solid to prevent noise and from 15 to 18 inches 
in diameter. 

A dozen flat lead pencils, 

A dozen red and blue pencils. 

A dozen two-feet folding rulers (graded). 

2 iron rulers (graded). 

A pair of large scissors. 

Sand paper, flint paper and glass paper (sorted). 

Tracing paper. 

Carbon paper. 

Emery cloth. 

6 razor strops. 

1 lb. Vaseline. 

Glue and Glue-pot. 

A dozen glue pencils. 

Black-board. 

(59) 



60 OTHER IMPLEMENTS REQUIRED 

Sponge for the black-board. 

Chalk for the black-board. 

A large ruler (graded) for the black-board. 

A pair of large compasses (graded) for the 
chalk- drawing on the black-board. 

A big wood clamp, to keep the wood from 
casting. 

A small hand bell. 

A water-can for the grindstone. 

Washstand and utensils. 

A dozen rolling towels. 

A dozen cloth dusters. 

6 feather dusters. 

3 small hand -brooms. 

A large broom. 

A dust-pan. 

Waste box. 

Notice. — The Sloyd room should be kept 
scrupulously clean. Wood is a clean object and 
there is no excuse for letting the Sloyd room get 
untidy, and no reason why it should not be ke23t 
as fine as any drawing-room. 

Adjoining the Sloyd room there should be a 
small room in which is kept the material stored 
up for continual use. 

The pupils should supply themselves with 
drawing books and all necessary drawing instru- 
ments and materials. 



A FEW WORDS UPON '^MANUAL TRAIN - 

ma" 

The origin of the present systems of " Manual 
Training" adopted in England and America 
emanates from the centennial exposition in 
Philadelphia, where it was inspired by the Rus- 
sian exhibit. 

The method consists of a repeated training of 
different exercises — the chisel being the principal 
tool- -and there is given room for only very few 
completed articles; the making of some useful 
objects being reserved until the pupils have accu- 
mulated and stored up a lot of different exer- 
cises. Just as if you would prohibit a child from 
writing words and sentences until it has reached 
the highest possible degree of penmanship in 
forming the different letters. 

Such mere technical exercises will surely tend 
to transform the children into small machines, 
mechanically moving their hands on purpose to 
obtain sufficient skih for bread-earning in the 
future. They can not be expected to take any 
considerable interest in those mechanical exer- 
cises, the final usefulness of which it is rather 
hard for them to comprehend, wrapped up as 
it is in the dense cloud called " the Future ". 

(61) 



62 MANUAL TRAINING 

All children are naturally practically disposed 
and want to turn to immediate use the fruit of 
their labor. To postpone their enjoying of these 
fruits until an indeterminable "Future'' is to 
divert the childish disposition into a wrong 
channel and kill at the birth their childish delight 
in their own work. 

To take an example : If an artist — say a painter 
or a sculptor — never was expected to accomplish 
any work until he were able to produce his mas- 
terpiece, but always had only to go on practising 
and practising for a distant and uncertain goal, 
how could he develop any zeal for his undertak- 
ing, and how could he ever be expected to com- 
plete something great ? And yet he would be in 
possession of more patience and forethought, 
than we can expect from a child. 

Manual Training has nothing to do with edu- 
cation; it is only a special kind of factory work, 
by which individuals are transformed into living 
machinery. It is a mere "caste" training for 
schools frequented by children either of the rich, 
or by those of the very poor. 

The former are enjoying it as a " hobby ", that 
they take up and drop in accordance with their 
own notions. 

The latter, the "pariahs", are expected to 
take it up and to stick to it as to an unavoidable 
duty. For how could there otherwise be secured 



MANUAL TRAINING 63 

carpenters and cabinet makers and builders and 
shipwrights, etc., for the future, now that the 
workmanship of the building trades — preserved 
from the mediaeval time by generations — is 
vanishing to an alarming extent, and that the 
iron- machinery can not after all fully replace 
the work produced by the human hand ? 

So the children of the poor are destined by 
the community to become ''menials" of the 
future, and moreover, the parents of these chil- 
dren are expected to be deeply obliged for the 
' ' education ' ' their offspring is thus receiving. 

The ' ' Future ' ' should not always be held up 
for children's imagination as a mysterious and 
frightful phantom, for the sake of which they 
have to struggle and learn things that are per- 
fectly indifferent, if not even distasteful, to them. 
Let children be happy in the present and do 
things just for to-day; but let the educator con- 
sider it as Ms duti/ to see that the children's work 
of to-day is laying a steady foundation for the 
requirements of the future. 



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C) 



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